These help us anticipate the things that might go wrong.
These questions help to train learners to follow up any statement or answer they give with evidence/example/consequence
This type of question may be asked at the point where you move from one key idea/activity/point on to another
In this case we’re trying to avoid the death of learning, or the death of a teacher’s enthusiasm.
“Tell me what you can about … (magnesium/the causes of WW1).”
Teacher asks a question and expects at least two pieces of evidence supporting it
HINGE QUESTIONS - Questions to check if a pupil has understood learning so far and is ready to be pushed on (3 IN GROUP)
What do you think? Why do you think that? How do you know this? Can you tell me more? What questions do you still have?
Devising and asking these types of questions helps teachers to ensure that all learners are ready to move on. Those that aren’t can be given extra support.
A pupil who gives the correct answer doesn’t prove that deep learning has taken place. A teacher must ask these types of questions to ensure a pupil truly understands
A good example of a teacher doing this is by doing a piece of work yourself so that you might start to anticipate how some learners may fail!
INVITATIONAL QUESTIONS - Questions to find out what a pupil is learning (4 IN GROUP),
“Tell me what you’ve learned so far in this topic.”
PRE-MORTEM - Keeps learning continuous and alive! S (4 IN GROUP)
QUESTION FOLLOW-UPS - Questions that allow pupils to show they have real understanding (5 IN GROUP)
“Tell me what you’re trying to achieve with this piece of work.”
